File

Matthew Barbee
University of Hawaii
SLS 660: Sociolinguistics
Encouraging
Biliteracy in
Florida’s
Schools
SIDE BY SIDE
“母国語を否定することは社会への参加や、
まさにその人のアイデンティティを否定す
るものである。”
"민족의 고유 언어를 억누르는 것은 그들의
사회 참여를 억누르고, 정체성을 부인하는
것과 동일하다."
“La denegación a la lengua materna de una
gente es la denegación tanto a su participación
social como a su misma identidad.”
Eduardo Hernández-Chávez (1988)
“The denial of a people’s
native tongue is a denial of
their participation in society
and of their very identity.”
Eduardo Hernández-Chávez (1988)
“When language-minority children
and children from monolingual
English homes can learn side by
side in multilingual classrooms, all
students are shown that they have
equal value.”
Kathryn Lindholm-Leary (2000)
What percentage of Americans speak a language other than English?
Spanish 62.3%
Indo-European 18.6%
Asian/Pacific Island languages 15%
No English at all 8.1%
Language Use in
the United States
2010
U. S. Bureau of the Census 2007
Other
19%
English
81%
5 years and older
What percentage of Floridians speak a language other than English?
Between 5 and 17 years old
5 years and older
Other
26%
Other
58%
U. S. Bureau of the Census 2010
English
42%
English
74%
Where does Florida stand in regards to bilingual education?
440 bilingual immersion programs
[27 states and the District of Columbia]
History of Bilingual
Education in Florida
and the US
California DOE 2011, Florida DOE 1990, Hernandez 1988, Ovando 2003
History of Bilingual Education in the US
1906
1959
1963
1964
• The Naturalization Act
• Castro’s Cuban Revolution
• Coral Way Bilingual Elementary School in Dade
County, Florida.
• The Civil Rights Act
Lindholm-Leary 2000, Hernandez 1988, Ovando 2003
History of Bilingual Education in the US
1965
1968
• US Immigration Act
• The Bilingual Education Act
• The Equal Educational Opportunities Act
1974 • Lau vs. Nichols
• U.S. English proposed to establish English as
the official language
1983
Florida DOE 1990, Lucas 1994, Hernandez 1988, Ovando 2003
Two Divergent Ideologies Emerged
Acceptance of
“Other” Languages
English Only
Increasing numbers
of LM residents
seen as a threat
English and the
dominant culture.
The presence of LM
students lowers the
standards and
strains resources.
Necessity
Outcry of parents
and communities
Florida DOE 1990, Lucas 1994, Hernandez 1988, Ovando 2003
Florida’s Policy
on ESL/Bilingual
Education Today
1990 Consent Decree between the
League of Latin American Citizens and
the Florida Department of Education
Identification
Assessment
Equal Access
• Established bilingual
immersion programs
Teacher Training
Florida DOE 2007, Ovando 2003
Monitoring
Florida DOE 1990
Deficiencies in Florida’s Current Policy
Despite Explicit
Policies
• Many districts are exempted due to budget
constraints and population size
• NCLB has lead to homogenized instruction
Despite
Regulations and
Monitoring
• Inaccurate monitoring
• Inadequate access to programs
• Inadequate teacher training
Despite
Research
• Misconceptions still exist
• Less value is still given to languages other than
English
• Low number of bilingual programs
Harper 2007, MacDonald 2004, Florida DOE 1990, Platt 2003, Thomas 2000
RECOGNISE AND
ENCOURAGE
CULTURAL
LITERACY
RECOGNISE AND
ENCOURAGE
LINGUISTIC
PROFICIENCY
PROMOTE AN
AWARENESS
THAT ALL NATIVE
LANGUAGES
HAVE VALUE
DISTRICTS SHALL PRESENT A STATE
RECOGNIZED BILITERACY AWARD TO EACH
GRADUATING HIGH SCHOOL STUDENT WHO
DEMONSTRATES PROFICIENCY IN
SPEAKING, READING, AND WRITING IN ONE
OR MORE LANGUAGES IN ADDITION TO
ENGLISH.
State Seal of Biliteracy Policy Proposal
Seal of Biliteracy: Proposed Initiatives
Principles Behind the Policy
• Language and identity are inseparable.
• All native and second languages have value.
• Increases cognitive development.
• Critical to our participation in a global political,
social, and economic context.
• Future workplace demands it.
• Florida’s diversity demands it.
Cloud 2000, California DOE 2011, Florida DOE 2007,
Lindholm 2000/2001, Lucas 1994, Platt 2003, Zalasko 2000
Lindholm-Leary (2000)
Conducted research on duel-language bilingual programs:
90/10 model and a 50/50 model of dual language immersion
Biliteracy correlation with L1/L2 reading proficiency
◦
◦
◦
Both groups of students were successful in tests of reading and writing in both languages
By the time English speakers began English reading in third grade, they performed at grade level
and at least as high as English speakers instructed only in English
Higher levels of bilingual proficiency associated with higher levels of reading achievement
Academic content achievement
◦
◦
◦
Both groups of students scored on par with their peers in mathematics achievement
Math achievement was highly related across two languages
Social studies and science achievement were average to high for English and Spanish
speakers
Better multicultural competencies and self esteem
◦
◦
◦
◦
High levels of self-esteem
High academic competence and motivation
Positive multicultural competencies
Enjoyment in studying through two languages
No evidence suggests that such programs retard
the language development of speakers of any
language.
Thomas and Collier (2000)
National Study of Programs for English Learners
Program Types Reviewed
DLBI programs
◦ 90:10
◦ 50:50
Late-Exit bilingual programs
◦ 90:10 and 50:50 one-way developmental programs
Early-Exit / TBE and content ESL
Early-Exit / TBE and traditional ESL
ESL taught through content
ESL pullout
Findings:
◦
◦
Bilingual immersion programs are the only programs that assist
students to fully reach the 50th percentile in both L1 and L2 in all
subjects and to maintain that high level of achievement
Bilingual immersion programs have the fewest high school dropouts
For all bilingual students, there is a correlation
between native-language development and
long-term academic achievement.
Equality
for All
Unum vs. Pluribus
CONCLUSION
References
California Department of Education. (2011). Regarding State Seal of Biliteracy. [Assembly Bill 815, Chapter 618, Filed
October 8, 2011]. Retrieved from http://www.leginfo.ca.gov/pub/11 12/bill/as/ab_815_bill_20111008_chaptered.pdf
California Department of Education. (2011). Two-Way bilingual immersion program. Retrieved from
http://www.cde.ca.gov/sp/el/ip/twowyimmersion.asp
Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA:
Heinle & Heinle.
Florida Department of Education. (1990). 1990 Consent Decree between the League of United Latin American Citizens and
the Florida Department of Education. Retrieved from http://www.fldoe.org/aala/lulac.asp
Florida Department of Education. (2007-2008). Percentage of English language learners. Retrieved from
http://www.fldoe.org/eias/eiaspubs/pdf/ellflus.pdf
Florida Department of Education. (2009). District plan for services to English language learners: Calhoun County. Retrieved
from http://www.fldoe.org/aala/ELLPlans/2009/calhoun09.pdf
Freeman, R. D. (1996). Dual-language planning at Oyster Bilingual School: It’s much more than language. TESOL Quarterly.
30(3), 557-582.
Harper, C., Platt, E., Naranjo, C., & Boynton, S. (2007). Marching in unison: Florida ESL teachers and No Child Left Behind.
TESOL Quarterly. 41(3), 642-651.
Hernández-Chávez, E. (1988). Language policy and language rights in the United States. In T. Skutnabb-Kangas & J. Cummins
(Eds.), Minority education: From shame to struggle (pp. 45–56). Clevedon, England: Multilingual Matters.
Li Wei (2008). Research perspectives on bilingualism and bilingual education. In K.A. King & N.H. Hornberger (Eds.),
Encyclopedia of language and education, 2nd ed., vol. 10: Research methods in language and education (pp. 137–
149). New York: Springer Science+Business Media LLC.
Lindholm-Leary, K. (2000). Biliteracy for a global society: An idea book on dual language education. Washington, D.C.:
National Clearinghouse for Bilingual Education.
Lindholm-Leary, K. (2001). Dual Language Education. Clevedon, UK: Multilingual Matters Ltd.
Lo Bianco, J. (2010). Language policy and planning. In N.H. Hornberger & S.L. McKay (Eds.), Sociolinguistics and language
education (pp. 143-174). Bristol: Multilingual Matters.
Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English only programs for language
minority students. TESOL Quarterly. 28(3), 537-561.
MacDonald, V. (2004). The status of English language learners in Florida: trends and prospects. Retrieved from ERIC
database. (ED483731)
Ovando, C. J. (2003). Bilingual Education in the United States: Historical development and current issues. Bilingual
Research Journal. 27(1), 1-24.
Platt, E., Harper, C., & Mendoza, M. B. (2003). Dueling philosophies: Inclusion of separation for Florida’s English language
learners? TESOL Quarterly. 37(1), 105-132.
Sunshine State TESOL of Florida. (2010). Position statement on bilingual education. Retrieved from
http://sstesol.org/?tag=language-policy
Sunshine State TESOL of Florida. (2010). Position statement on language policy. Retrieved from
http://sstesol.org/?tag=language-policy
Thomas, W. & Collier, V. (1998). School effectiveness for language minority students. Alexandria, VA: National Clearinghouse
for Bilingual Education
Thomas, W. & Collier, V. (2000). A national study of school effectiveness for language minority students’ long-term academic
achievement. Center for Research on Education, Diversity & Excellence, Santa Cruz, CA
U. S. Bureau of the Census. (Reported 2010). Language use in the United States: 2007. Washington, D. C: Bureau of the
Census.
Zelasko, N., & Antunez, B. (2000). If your child learns in two languages: A parent’s guide for improving educational
opportunities for children acquiring English as a second language. National clearinghouse for bilingual education.
Retrieved from http://www.ncela.gwu.edu/files/uploads/9/IfYourChildLearnsInTwo Langs _English.pdf
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